INSTITUT PENDIDIKAN GURU KAMPUS SULTAN MIZAN 22200 BESUT, TERENGGANU

COURSEWORK SCHOOL BASED EXPERIENCE

SUBJECT:

CHILD DEVELOPMENT EDU 3102

NAME I/C NO UNIT SEMESTER LECTURER : MOHAMAD FIRDAUS BIN MAT GHAZALI : 910406-06-5131 : TESL 1 : 1 PISMP JAN 2012 INTAKE : MRS NIK AZLEENA BT NIK ISMAIL

CONTENTS

NO
1.0

TITLE
Confession form

PAGE
3

2.0

Acknowledgement

3.0

Biography

4.0

Role of the school in realising objectives of National Philosophy of Education 7 - 14

5.0

Individual Differences

15 - 24

6.0

Implications of physical development of children

25 - 29

7.0

Conclusion and recommendations

27 - 30

8.0

Reflection

31

9.0

Appendixes

32

1.0 CONFESSION

I hereby declared that this is truly and purely my own works except otherwise stated the resources of the materials

SIGNATURE : ____________________________________________________

NAME

: MOHAMAD FIRDAUS BIN MAT GHAZALI

DATE

: ____________________________________________________

2.0 ACKNOWLEDGEMENT

First of all, I would like to express my gratefulness to God as I managed to complete this coursework on time. This coursework is on role of teachers in classroom to teach children based on National Philosophy of Education (FPK) and Philosophy of Teacher Education (FPG). It wasnt such a piece of cake as we got other coursework from other subjects.

I would like to express my token of appreciation to my Child Developments lecturer, Madam Nik Azleena Bt Nik Ismail for all her advices on completing this task. She has briefed me about the coursework. She did a lot and played a big role in helping me completing the coursework. She has been a great help during collaboration sessions as she provided us with positive and constructive comments and suggestions.

Thanks for all your guidance and tolerance with me. I really hope that my work will fulfilled all the criteria needed.

Millions of thank to my friends for their help and support through my up and down. Thanks for your time, ideas and energy on lending your help. I really appreciate that, buddies! Enormous thanks for that.

3.0 BIOGRAPHY

Name:

MOHAMAD FIRDAUS BIN MAT GHAZALI

I/C No:

910406-06-5131

MAJOR & AMBILAN:

PISMP BAHASA INGGERIS 1 AMBILAN JANUARI 2012

To what extent the administrator, counsellors, head of department and classroom teachers in the school play the role of enhancing the potential of pupils in line with the objective of National Philosophy of Education (FPK) to the following aspects:

a) Physical development b) Cognitive development c) Language development d) Socio-emotion development e) Self-development

4.0 ROLE OF THE SCHOOL IN REALISING OBJECTIVES OF NATIONAL PHILOSOPHY OF EDUCATION

Headmaster (Mr Zakaria Bin Yaacob)

Types of development

Activities related P & P started with simple warming

Physical development

activity so that students will not be tired and sleepy when learning. With this, the problem with P & P will be reduced gradually and process R & D can run smoothly. Developed an achievement

Cognitive development

improvement program for pupils in Year 6 in particular that will be their exams to come. This program aims to increase the level of thinking students as a preparation for their entry into the examination hall later. Provide additional books for each

Language development

student like story books. This is done to increase their vocabulary in Malay and English. This would be beneficial to students in the subject of writing where they will be exposed to a variety of vocabulary that they use. Their language skills will also be improved with the addition of the words that they can use.

Organize an individual musical Socio-emotion development performance each month in the assembly, reading Yassin every morning, and many more. With these activities, students will be able to relax his emotions and build confidence by engaging in any of these programs and when they are in front of the public, the self-confidence can be built. Encourage students to participate more Self-development in any type of activity and competition. This is one of the R & D processes where the activities they involve in some way help themselves to become well-rounded students in any kind of life will they follow in the future.

Senior Assistant Teacher 1 (Mr Salaomi Bin Stapa)

Types of development

Activities related Focused on safety, health and welfare

Physical development

of pupils in schools. In the HEM, it has to collaborate with the Unit Discipline and Counselling Unit. Play an important role in ensuring the safety of its pupils is free from harmful elements. Therefore, has provided some security officer (guard) at the gates in and out of pupils and on the road so all is neat. In terms of health and welfare, the students were given the exposure of physical care for themselves as health seminars and also invite road tour of the Ministry of Health. To students who are from low-income parents, Supplement Plan program and special milk program has been given to them and this was a bit much to give them a nutritious meal for themselves. Focused on scientifically-based

Cognitive development

education. This will emphasized the children thought by simply playing alone and the duty of the GPK 1 provides for them to build a continuous cognitive thought structure.

GPK 1 also emphasizes the Language development development of the language in which the students can speak Malay and English only. Furthermore, not allowed to use in their daily conversation at school, such as the use of harsh words and a taboo words. GPK 1 is directly involved in the Socio-emotion development program organized for the students such as motivational camps, seminars education oriented, entertainment and others. GPK use a friendly approach towards Self-development the students.

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Senior Assistant Co-Curriculum Teacher (Mr Kamarudin Bin Yahya)

Types of development

Activities related GPK Co-Curricular concerns with

Physical development

physical activities which will ensure students participating clubs / sports clubs and uniformed units that were already in school. These activities also give compensation to the students so that they are active in the movement not to be too weak in the everyday life. Selfesteem camp also inserted in order to achieve the objectives of students who will succeed not only in academics but also extra-curricular success. Focused on scientifically-based

Cognitive development

education. This will emphasized the children thought by simply playing alone and the duty of the GPK 1 provides for them to build a continuous cognitive thought structure. The language used in everyday

Language development

language is that communication among the students themselves with the teachers. Encourage students to come to the

Socio-emotion development

school field in the afternoon to play and there is no obstacle for them to go there every day.

11

GPK Co-Curricular activities play a role Self-development in the association / club that they join the uniformed units

12

Counsellor (Mr Zakaria Bin Deraman)

Types of development

Activities related Providing weighing and measuring body

Physical development

weight, due to the use of pupils. When they are free, they can visit the counselling room and measure their weight and height using the above facilities free of charge Conduct counselling sessions either

Cognitive development

individual or group

Collaborate with teachers of languages Language development committee to provide guidance class

Encourage students to come to the Socio-emotion development school field in the afternoon to play and there is no obstacle for them to go there every day. Seminars or group counselling, where Self-development the disciples who have been specially selected will attend a few sessions

13

Classroom teachers (PN. ZAINAB JUSOH)

Types of development

Activities related Stressed that the students dressed for

Physical development

school and not messy.

Encourages his students to be able to Cognitive development give a better idea in a topic being taught. Use English in teaching sessions Language development especially and mainly in their daily conversation Grouping method in process R & D Socio-emotion development

Giving advice to his students if any of Self-development them have problems regardless of academic or disciplinary problems

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5.0 INDIVIDUAL DIFFERENCES

Development occurs at different rates according to the maturity and the individual learning experience. Maturity means the development of characteristics that are inherent in individuals who are delegated by their respective genes (Hurlock, 1978). For example, the ability to crawl, stand, walk and run. This ability does not need to be trained, but if there is restriction in the child's environment can hinder the development of these children. Learning is development that involves training and effort. A child learning to use learning potential obtained through (Hurlock, 1978). Individual differences can be seen from several aspects as follows: Cognitive - individual ability to solve problems, speak, think logically, reason and compute. Physical - the difference in appearance, weight, height, sex and hair. Social skills - interact, depending on whether the individual is introvert or extrovert. Emotions - the ability, to recognize, monitors and manages feelings and attitude of patience and tolerance towards others. Intelligence - intelligence can be defined as the ability to acquire the knowledge to solve problems and adapt to life in this world.

15

TABLE 1 : PHYSICAL DEVELOPMENT FOR STANDARD 1 STUDENTS HEAD SIZE NO NAME HEIGHT(CM)WEIGHT(KG) 125.0 125.1 128.4 126.2 31.6 29.4 32.2 31.1 (CM) 51 50.4 50.8 50.7 1 AHMAD SYAZWAN BIN ZAKARIA 2 MOHD FAIZ BIN MOHD NOR 3 FIQREE BIN MOHAMED YUSOF AVERAGE S S S S

BODY SIZE

Table 1 shows the test data on the physical development of pupils in one that includes height, weight, head size and body size. Students involved in this test is Syazwan bin Ahmad Zakaria, Mohd Faiz bin Mohd Nor and Mohamed Yusof bin Fiqree. The three students were taken from different classes. Ahmad Syazwan 1A is a class of students, Mohd Faiz and Fiqree 1B is a class of students. From the table above, clearly shows that there is a difference of three students in terms of height, weight, head size and body size. In terms of height, and Mohd Faiz Ahmad Syazwan have almost the same height of 125 cm and 125.1 cm and a height of 128.4cm Fiqree. This is an average height of a student is 126.2cm. In terms of weight, the more weight compared Fiqree and Mohd Faiz Ahmad Syazwan. Fiqree record a weight of 32.2kg, 31.6kg and Mohd Ahmad Faiz Syazwan 29.4kg. This is an average weight of 31.1 kg. Height and weight is more than Fiqree and Mohd Faiz Ahmad Syazwan are caused by genetic and dietary factors such students. Parents of high and will produce children who are tall and big. Conversely, parents who are low and small, will produce children with low and small. In terms of nutrition, the children who get enough nutrients will look taller and healthier than children who do not receive nutrients. Aspects of body size, the three respondents had body size 'S' which is small. Normally, children at age 7 years seem small because in this age they are very active movement and play. However, dietary factors play an important role in determining the body size of children. Children who eat foods high in fat and 16

carbohydrates are likely to be obese and overweight. Conversely, children who take care of their nutrition by adopting a balanced diet will make them ideal body size. If the calculated Body Mass Index (BMI) of the three respondents, clearly they have a normal BMI in the range 18.5 to 23.5. Normal BMI indicates that children with higher body weight and well-balanced and ideal body size. In terms of head size, Ahmad Syazwan, Mohd Faiz and recorded their Fiqree head size 51cm, 50.4cm, 50.8cm and an average head size for the three respondents was 50.7cm. So, I can conclude that, within a child of 7 years, the development of the head is almost the same size. In conclusion, the physical development of children 7 years is almost the same but genetic factors and dietary factors that distinguish their development.

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TEST PHYSICAL DEVELOPMENT OF CHILDREN AGED 10 YEARS

TABLE 2 : PHYSICAL DEVELOPMENT TEST ON STANDARD 4 STUDENTS HEAD BODY NO NAME 1 MUHD SYAFIQ BIN KAMARUDDIN 2 MOHD IZZAT BIN MAZLAN 3 AZIZOL BIN MOHAMED DERAMAN AVERAGE HEIGHT(CM)WEIGHT(KG) SIZE(CM) 131.4 34.8 52.5 131.6 34.5 53.5 128.7 32.1 52.3 130.6 33.8 52.8 SIZE S S S S

Table 2 shows test data on the physical development of pupils in 4 which includes height, weight, head size and body size. Students involved in this test is Muhd Syafiq Bin Kamaruddin, Mohd Izzat bin Mohamed bin Mazlan and Azizol Deraman. The three students were taken from the same class 4A class. From the table above, clearly shows that there is a difference of three students in terms of height, weight, head size and body size. In terms of height, Muhd Syafiq and Mohd Izzat have almost the same height of 131.4 cm and ventures 131.6 cm and a height of 128.7cm Azizol. This makes their average height was 130.6cm. This shows that at this stage, children are higher than a child of 7 years. In terms of weight, the Muhd Syafiq and Mohd Izzat had similar body weight, respectively recorded 34.8kg and 34.5kg weight. Azizol weight is 32.1kg hand. This is an average weight of 33.8 kg. This shows the body weight of children 10 years is more than a child of 7 years. Height and weight differences of the three respondents were not significant. This is so because the three respondents to practice healthy eating habits. Aspects of body size, the three respondents had body size 'S'. At this stage, children are very active movement and play, so they do not have the body size of obesity if they keep eating.

18

If the calculated Body Mass Index (BMI) of the three respondents, clearly they have a normal BMI in the range 18.5 to 23.5. Normal BMI indicates that children with higher body weight and well-balanced and ideal body size. In terms of head size, Muhd Syafiq, Mohd Izzat and recorded their Azizol head size 52.5cm, 53.5cm, 52.3cm and an average head size for the three respondents was 52.8cm. This shows the size of the child's head 10 years is greater than a child of 7 years.

In conclusion, the development of the children continues to occur from time to time. Development of children at this level is similar for all three respondents.

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TEST PHYSICAL DEVELOPMENT OF CHILDREN AGED 12 YEARS TABLE 3 : PHYSICAL DEVELOPMENT TEST OF STANDARD SIX STUDENTS HEAD SIZE NO NAME 1 BADRUL HISYAM BIN ISHAK KHAIRUL AMIN BIN MOHD 2 NOR 3 MOHD HAFIZUL BIN AHMAD AVERAGE HEIGHT(CM)WEIGHT(KG) 143.4 44.5 131.4 144.1 139.6 36.7 49.3 43.5 (CM) 52.9 53.6 55.0 53.8 BODY SIZE M M L

Table 3 shows test data on the physical development of pupils year 6 which includes height, weight, head size and body size. Students involved in this test is Badrul Hisham bin Ishak, Khairul Amin and Mohd Nor bin Mohd Hafizul bin Ahmad. The three students were taken from the same class 6A class. From the table above, clearly shows that there is a difference of three students in terms of height, weight, head size and body size. In terms of height, Badrul and Hafizul have almost the same height of 143.4 cm and 144.1 cm in height, while Amin was lower at 131.4. This makes their average height was 139.6cm. This shows that at this stage, children are higher than a child of 7 years and 10 years. In terms of weight, Hafizuls weight is more than Badrul Amin. Hafizul weight is 49.5kg, Badrul Amin 44.5kg and 36.7kg. This is an average weight of 33.8 kg. This shows the body weight of children 10 years is more than a child of 7 years and 10 years. Aspects of body size, the Badrul and Amin had moderate body size 'M' while Hafizul have a relatively large body size, which is 'L'. Hafizul body size is more than Badrul and Amin because these children come from families with a large body size. Hafizul unhealthy eating because he likes to eat chocolate. Questionnaire results, he also stated that he likes to eat half an hour before bed. In terms of eating, eating more will make the size bigger children.

20

If the calculated Body Mass Index (BMI) of the three respondents, and Badrul Amin had a normal BMI in the range 18.5 to 23.5. However, for Hafizul, he has a BMI that is not normal because the record BMI of 23.8. This shows that he has excess weight. If he does not eat well most likely he will experience obesity. In terms of head size, Badrul Amin and recorded their Hafizul head size 52.9cm, 53.6cm and 55.0cm and an average head size for the three respondents was 53.8cm. Hafizul has larger head size due to her large. This shows the child's head size of 12 is larger than a child of 7 years and 10 years. In conclusion, the development of children at this stage undergo a process of physical development vary due to factors like heredity and environment.

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COGNITIVE TEST FOR STUDENTS AGED 7 YEARS JADUAL 4.1 : UJIAN KUANTITI AIR BAGI MURID TAHUN 1 BIL 1 2 3 NAMA AHMAD SYAZWAN BIN ZAKARIA MOHD FAIZ BIN MOHD NOR FIQREE BIN MOHAMED YUSOF SEBELUM TIDAK SAMA SAMA SELEPAS TIDAK SAMA SAMA

Table 4.1 shows details of the quantity of water tests were conducted on students in one or pupils from the age of 7 years. In this test, the same quantity of water is poured into the two containers. The student must state whether the two water containers have the same quantity of water or not. All three respondents indicated that the quantities of water in the containers are the same. Then, one of the water in the container is added into another container. The students are required to determine whether the quantity of water in both containers were the same or not. In this test, one of the respondents, Ahmad Syazwan has stated quantity of water in both containers are the same, while two other respondents, Mohd Faiz and Fiqree state that is not the same quantity of water. In this case, Ahmad Syazwan has answered the question correctly, while two others were not able to answer correctly. This shows that Ahmad Syazwan have mastered the principles of identity, while Mohd Faiz and Fiqree still not able to master the principles of identity. The principle of identity, children are able to know that if no quantity is increased or decreased, the quantity of water remains the same even if included in a different container sizes. According to Jean Piaget, the child at the Concrete Operations (7-11 years) should have been able to specify the quantity of water remains the same despite different look because of water level of the water is put in containers of different sizes.

JADUAL 4.2 : 22

SEBELUM

SELEPAS

UJIAN PANJANG TALI BAGI MURID TAHUN 1 TIDAK BIL 1 2 3 NAMA AHMAD SYAZWAN BIN ZAKARIA MOHD FAIZ BIN MOHD NOR FIQREE BIN MOHAMED YUSOF SAMA SAMA TIDAK SAMA SAMA

Table 4.2 shows details of the long line of tests conducted on children aged 7 years. In this test, two strings of equal length were used. Two strings are arranged in two rows of the same will be shown to the respondent. Respondents will determine whether two strings are the same length or not. From tests conducted on the three respondents, they say that two strings are arranged in two rows of the same, it is the same length as recorded in the above tables. Next, a string moved to the side a little and then respondents were asked to determine whether two strings are the same length or not. As a result, Ahmad Syazwan stating that the two strings is still the same length while the two other states that moved the rope longer. According to Jean Piaget, the child Concrete Operational Stage (7-11 years) was able to determine that the lengths of the two strings are the same although the position has changed. Of the long test of this string, it was found that only Ahmad Syazwan who can master the principles of identity, while Mohd Faiz and Fiqree still fail to capture the identity of the principles as contained in the concept of conservation.

JADUAL 4.3 : UJIAN BILANGAN BOLA BAGI MURID TAHUN 1 23 SEBELUM SELEPAS

TIDAK BIL 1 2 3 NAMA AHMAD SYAZWAN BIN ZAKARIA MOHD FAIZ BIN MOHD NOR FIQREE BIN MOHAMED YUSOF

TIDAK

SAMA SAMA SAMA SAMA

Table 4.3 shows details of the number of tests conducted on the ball of the respondents in one. During this test respondents were required to state whether the numbers of balls are arranged in two different rows are equal or not. At first, the balls are arranged in parallel with the same distance. Then, one coin line will be extended the distance. The same questions were asked once again to the respondent. Respondent's answers to the two rows of coins will be recorded. From table 4.3, to the first question, the three respondents indicated the numbers of balls are the same. After the arrangement of the ball changed, only the successful Syazwan Ahmad said the numbers of balls for the two lines are the same. For, Mohd Faiz and Fiqree, they indicate that the number of balls that changed the arrangement is more extensive. According to Jean Piaget, the child in the stage of Concrete Operations (7-11 years), it can specify the number of balls is the same even though the second line extended. He stated that, children in this stage of concrete operations have been able to master the concept of conservation (conservation). From these tests, only Ahmad Syazwan have reached the stage of concrete operations and has mastered the principles of identity as contained in the concept of conservation (conservation). It may also be because Ahmad Syazwan smarter than Mohd Faiz and Fiqree because he was in Class 1A. Mohd Faiz and Fiqree are still not able to master the principles of identity. The principle of identity, the children know if there is no number that increased or decreased, the number or amount is the same object even if its shape or change the order. 6.0 IMPLICATIONS PHYSICAL DEVELOPMENT OF CHILDREN

24

The study of child development has implications for teaching and learning in the classroom. Children in the 7-12 year age group has experienced the development of smooth muscle, and eye-hand coordination and the children in this age also seems to be better, faster, and have the ability to focus on the activities or tasks assigned to them . In the 7-12 year age range, children can be taught to play musical instruments and activities such as drawing and coloring as they have already experienced the development of smooth muscle. Development of muscle helps them to grasp something firmly and strong. In addition, parents and educators can involve the children in play activities and exercises such as swimming and gymnastics because these activities help strengthen muscles, build endurance and more efficient movement. Educators can provide outdoor activities for boys like to play football, rugby and hockey for boys tend to do outdoor activities. Besides, educators must also provide appropriate games for girls, such as netball and handball. In addition to providing physical activity, children should also be presented with a balanced diet and appropriate to their age level. In this age they should be served with food that can give them energy for children between 7-12 years of very active movement and play. So, they need a lot of energy to carry these activities. According Gorbin and Lindsey (1994), physical fitness can be divided into two parts, namely physical fitness and psychomotor health. At this age level of fine psychomotor skills become better and more efficient. Normally, at the age of these children, the size, weight with peers can lead to social problems and individual adjustment problems. The irony is that, in a class there will be significant differences in terms of height, weight and shape of the student body. There are children who are obese and thin and high and low students. Usually, a class will consist of various ethnic backgrounds of students in terms of physical form. The irony is that Chinese have a bright skin, slanting eyes and Malay races have slightly darker skin than among the Chinese and Indians have dark skin. However, physical differences by race are characteristic of universal and generally accepted. Children do not feel that racial differences interfere with their daily life. Instead, the 25

physical differences in body size such as children who have large body size, fat, short, and so forth.

7.0 CONCLUSION AND RECOMMENDATIONS

26

7.1 CONCLUSION

After review and understand the various theories and views of famous psychologists, I can conclude that individual development is a qualitative but clear change through the passage of time. Behaviour changes occur in a continuous and through the passage of time through certain stages of maturity. These stages lead towards certain changes as well as expected. Individual development is influenced by two factors actually the genes and environmental factors. Determining the extent of breed development environment and will help individuals achieve maximum levels of development. Development is a mutual relationship in relation to other parts of the relationship between the real physical maturity and mental maturity. Development occurred in stages, stage before birth (prenatal), new born, children, adolescents, adults, and so on. In addition, the monitoring of the development and growth of the foetus after birth from time to time is important because it is the only way to identify any unusual circumstances even though the government has provided the program - a program to monitor child development, efforts would not have succeeded without the awareness of parents about their role in monitoring their children's development and growth. Therefore, all parties must cooperate in educating our children of our nation will be the future leaders of our country. If very young children have been abandoned, together we think and ponder what fate will befall them later.

7.2 RECOMMENDATIONS

27

There are many ways to enhance children's development process. After realizing the factor of genes and the environment is very important in shaping the physical and mental good children, so first of all, the role of parents is crucial in educating and training their children to a healthy lifestyle. In addition, parents should allow their children to improve their self that they have more of the skills to manage themselves. Communication between parents and children should be established so that the children more confident to communicate with others.

In addition, children should be taught to socialize with neighbours children or children's residential population. It aims to give exposure to them to socialize with their peers, to adopt a healthy lifestyle, thus helping to train effective communication between them and other partners. In this way, children will learn how to socialize properly and healthy. Activities done by children should receive supervision from their parents. It does not mean dominate, but as parents, they should be concerned about their children. To enhance the potential of children, parents need to have positive attitudes and practices and knowledge that can help influence the development of their children in greater detail, especially in terms of strength and natural talent he possessed. So, the positive characteristics that are owned by their children will grow and stimulated to achieve excellence. Not only that, other steps can be done to help the development of children is that teachers should be sensitive to the abilities and interests of pupils. Good communication and interaction with students can help teachers know their abilities and interests. In this way, positive self can be enhanced in students. When they realized their own ability, then the confidence will increase. This enables them to forge friendships with people in their environment, interact with the good, the style of conversation, how to act and behave. Teachers also need to know the emotional development of children in order to identify the children to know the level of their development. Teachers also get to 28

know each child and provide appropriate stimulation for the children. By knowing the level of child development can help teachers to develop socio emotional children and lead them towards success and prosperity. As an educator, examines the physical differences in the students is very important for educators to see the potential and limitations of students and to implement the teaching according to their students. The influence of individual differences in physical terms could kill interest and future students (Sheldon, 1992). By knowing the individual physical differences will help teachers control himself so as not to hurt the feelings of the heart and his students. Further recommendations, teachers need to diversify the teaching and learning strategies. As already noted the teaching strategies are divided into three types, namely, centralization of teachers, students centralization, centralization and training materials. Selection strategy is flexible and, as appropriate, and the current state of the pupils. Teachers who know how to choose teaching strategies will make the process of learning interesting and effective. Next, the teacher must diversify teaching methods. Among the customary method of teaching is a method group, cooperative, inquiry, lectures and so forth. The selection of the right teaching methods will make the process of learning more interesting and effective. This is so because, the students have different perceptions of the teaching methods used by their teachers. Therefore, teachers should be wise to see the tendency of students to the learning process has always been an interesting session. In addition, teachers need to plan the delivery of variations. Teachers should use all the abilities and talents bestowed for example play music, storytelling and so forth. In addition, teachers need to be master in voice intonation control to allow students are always entertained. A reminder to teachers is that they should always ensure that the ability of students prior to teaching. For smart students, teachers need to guide the process of knowledge enrichment, while for the slow student teachers should be constantly guided and easy to perform basic activities and to facilitate their understanding of learning delivered. In addition, teachers should always plan the teaching and learning objectives. It is intended to align the objectives of teaching based on student ability level. For 29

students who are smart, learning objectives should be higher compared with the weak student. With careful planning and research with respect to levels of physical and cognitive development of students, the teaching and learning process will go well and the teaching and learning objectives will be achieved successfully. In conclusion, all parties must play a role in shaping the development of children so that they can live a stable and perfect and so this child will become the country's most valuable asset.

8.0 REFLECTION

30

Once the program is school-based experience for a week, I found it very important as Experience (PBS) is a program for students with a Bachelor with Honours (Primary Education) Ministry of Education Malaysia. The program is expected to give students an early understanding of the school from the perspective of a teacher. This program gives students the opportunity to understand the school as an educational institution and the role of teachers in the classroom through observation, analysis of documents, reflection and interaction with teachers and school community. SBE teaches me to understand students behaviour, school management and classroom management to integrate the school and classroom management to integrate theory and practice in teaching and learning. In short the PBS program students will better understand how teachers teach, how students learn and how schools administer the school. I have a SBE program started on 4 March 2012 to 8 March 2012 at the Sekolah Kebangsaan Morak, Palekbang, Tumpat, Kelantan. I chose this school because it is close to my house and it is very easy for me to go back and forth from my house to the school. While in school my best to keep my modesty customs to maintain the good name IPGKSM. Thankfully, I did have any problems there. During his tenure there, I use the available time to carry out their assignment. Every day, I will interview teachers or students or gardeners to get more information. The services provided by the administrator are greatly appreciated. In addition, I also get valuable experience when given the opportunity to teach even though I only asked for substitute teachers. Given the time I use the best to pour the knowledge that I have for students. I was also given the opportunity to teach in remedial classes. This is where I met the great challenge when I see so many Malays who are less skilful in 3M. Although for a while, I'm happy to have such experience. On the last day, I try to complete all the tasks given. I would like to thank the teachers of SKM who give good source of reference and it really helps me to complete this task. Before stepping out, I beg a thousand apologies to the school if I interfere with their presence.

9.0 APPENDIXES 31

BIODATA PELAJAR (a) 32

NAMA: AHMAD SYAZWAN BIN ZAKARIA KETINGGIAN: 125.0 CM BERAT: 31.6 KG SAIZ KEPALA: 51 CM SAIZ BADAN: S

PELAJAR (b) 33

NAMA: MOHD FAIZ BIN MOHD NOR KETINGGIAN: 125.1 CM BERAT: 29.4 KG SAIZ KEPALA:50.4 CM SAIZ BADAN: S

PELAJAR (c) 34

NAMA: FIQREE BIN MOHAMED YUSOF KETINGGIAN: 128.4 CM BERAT: 32.2KG SAIZ KEPALA: 50.7CM SAIZ BADAN: S

35